Mt Roskill Kindergarten

Education institution number:
5076
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
35
Telephone:
Address:

19 Akarana Avenue, Mount Roskill, Auckland

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Mt Roskill Kindergarten - 02/06/2017

1 Evaluation of Mt Roskill Kindergarten

How well placed is Mt Roskill Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Mt Roskill Kindergarten is a well established service that offers six-hour daily sessions for a community that is increasingly culturally diverse. The roll includes children from 17 different cultures, including a small number of Māori children.

The head teacher is an experienced educator and leads the teaching team of four qualified teachers, a teacher aide and a teaching assistant. Teachers speak seven different languages. This feature allows for good communication with children and their families.

The kindergarten has sustained and built on the positive practices outlined in ERO's 2014 report. Teachers have responded well to the next steps identified in the 2014 report and have made significant progress in all areas.

The kindergarten's philosophy highlights the importance of positive relationships, building partnerships and empowering children and their families. It promotes manaakitanga and whakaute, kindness and respect, as key values for children and adults, alongside bicultural and culturally responsive teaching practices.

The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework and support personnel, in a range of different roles.

This review was part of a cluster of nine kindergarten reviews in the Auckland Kindergarten Association.

The Review Findings

Children play and learn in an interesting and very well resourced learning environment. The indoor space reflects children's various cultural backgrounds, and promotes children's bicultural heritage in Aotearoa New Zealand. Teachers promote te reo Māori and tikanga in different ways throughout the environment and the programme. Children and their families are warmly welcomed at the start of the day and children are free to explore and play in areas of their choice.

Teachers promote respectful relationships with children, parents and whānau. Their use of various home languages, alongside useful English language-learning approaches, supports children and their families and helps them feel secure and settled. Teachers create learning partnerships with parents by seeking and responding to the ideas and aspirations that parents have for their children. They respond very well to children's interests and involve them in decision making.

Teachers implement a child-initiated programme. As skilled and capable practitioners they recognise and respond to children's dispositions and emerging interests. Teachers involve children in decisions about their play and learning. These good practices support children's confidence and provide space for them to be inquisitive. Together children and teachers make very good use of the environment for physical challenge, exploration and creativity.

Teachers work very well together. They recognise and value each other's strengths and share the responsibility for all children's education and care. Teachers provide good support for children with special learning needs and engage well with their parents and specialist workers. They plan programmes that combine mathematics, science and literacy learning.

Teachers are highly responsive to professional learning. They make very good use of research and internal evaluation to inquire into and improve their practice. They welcome critique from each other, their head teacher and AKA curriculum specialist. The head teacher provides effective leadership for the teaching team. She promotes collaboration and empowers teachers to be leaders within the kindergarten. Teachers' appraisals align well with the kindergarten's strategic plan and goals.

Kindergarten operations are guided by a comprehensive strategic plan and a shared vision, linked to the AKA’s strategic goals. A quality improvement process (QIP) also aligns with AKA and kindergarten strategic plans. It enables the AKA and teachers to monitor quality and promote ongoing improvement. The AKA continues to review its management and leadership structure. It has begun a process of internal evaluation to establish how effectively the four pillars of its strategic plan are resulting in more positive outcomes for children, their families, and the organisation.

Key Next Steps

Teachers have identified appropriate next steps, which include deepening bicultural practices and strengthening approaches that enhance children's early childhood educational experiences.

Management Assurance on Legal Requirements

Before the review, the staff and management of Mt Roskill Kindergarten completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:

  • emotional safety (including positive guidance and child protection)

  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)

  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)

  • evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Mt Roskill Kindergarten will be in four years.

Steffan Brough

Deputy Chief Review Officer Northern (Acting)

2 June 2017 

The Purpose of ERO Reports

The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning. 

2 Information about the Early Childhood Service 

Location

Mt Roskill, Auckland

Ministry of Education profile number

5076

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, over 2 years of age

Service roll

59

Gender composition

Boys 38 Girls 21

Ethnic composition

Māori

Pākehā

Chinese

Indian

Niue

Samoan

South East Asian

African

Tongan

other

4

10

10

6

6

5

5

2

2

9

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

February 2017

Date of this report

2 June 2017

Most recent ERO report(s)

 

Education Review

February 2014

Education Review

November 2010

Education Review

September 2007

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:

  • Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
  • Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
  • Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
  • Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.

ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.

A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.

For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.

ERO’s Overall Judgement and Next Review

The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.

Mt Roskill Kindergarten - 28/02/2014

1 Evaluation of Akarana Avenue Kindergarten

How well placed is Akarana Avenue Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Akarana Avenue Kindergarten is well placed to support children's sense of belonging, wellbeing and contribution. As a relatively new team, teachers are still developing their strategies to plan programmes that will strengthen the learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Akarana Avenue Kindergarten is a well-established service that provides education and care for up to 40 children over two years old. The kindergarten has very recently changed to the kindergarten day model (KDM) which enables children to attend sessions that match school hours. The centre is part of the Auckland Kindergarten Association (AKA) and operates within the policies and management framework of this organisation. A professional services manager (PSM) visits regularly and provides management and curriculum support for teachers. She is also providing teachers with focused professional development to enhance their self-review processes.

Three teachers have been together as a team since the beginning of 2013. A fourth teacher joined them with the change to KDM. They have been focused on developing a shared approach to teaching, improving the environment and establishing relationships with the multicultural kindergarten community. The teachers, who are all fully registered, have participated in a range of professional development and the head teacher has benefited from her involvement in the AKA leadership symposium. Other teachers have knowledge of several languages and provide significant support to the large number of families who are still learning to speak English.

In 2010 ERO identified many positive features of the service. Strengths were noted in the quality of children's play, bicultural practices and in teachers support for literacy, science and numeracy. At that time teachers identified the need to further develop children's assessment portfolios and link them more explicitly to programme planning and evaluation. As the team has had many changes since 2010, practices have evolved and teachers continue to explore new ways to manage the programme. Despite the communication challenges they face with many families new to English, teachers celebrate and respect the cultural diversity of their community.

The kindergarten philosophy to promote responsive, reciprocal relationships underpins teachers’ efforts to create a welcoming environment and build partnerships with families.

This review was part of a cluster of eight kindergarten reviews in the Auckland Kindergarten Association.

The Review Findings

Children are happy and well settled in the kindergarten. They arrive eager to be involved in play and make connections with their friends. Despite the range of languages they speak, children find ways to communicate with each other and with teachers. They enthusiastically make choices about their play and work together in culturally mixed groups. They benefit from an attractive learning environment and many experiences that support early literacy and foster their acquisition of English language. Teachers encourage children to take leadership roles at mat time and focus on building self-management skills as children prepare for school. Children with special needs are well integrated and supported by planned individual strategies.

Teachers consistently encourage children to explore resources and become involved in activities. They frequently use open questions to prompt new ideas and encourage children to think. Teachers have a commitment to integrating te reo and tikanga Māori in the programme. They also celebrate events from other cultures and encourage families to share their skills and knowledge of cultural traditions and food. Teachers are pleased with the success they have had in teaching healthy eating and are beginning to promote sustainable living practices with children. They have observed how children benefit from using digital technologies to strengthen their English and plan to extend this aspect of the curriculum.

Teachers are developing strategies to become a cohesive team. They are working with their PSM to improve their understanding of self-review processes and plan to share a professional development contract in 2014 to strengthen collaboration in their approach to teaching. Currently they are trialling new systems for programme planning and evaluation, but recognise they need to improve their focus on identifying teaching strategies that will extend children's learning. Teachers are considering ways to improve children's assessment portfolios. Steps already taken to strengthen recognition of children’s cultures are a good beginning for teachers to now enhance the focus on children's significant learning and ongoing progress.

Positive relationships between families and teachers are evident. Teachers’ interest in developing partnerships has resulted in multiple strategies to cross language and cultural barriers. This has included inviting a range of health and social support agencies into the kindergarten and offering flexible alternatives for children's enrolments. Some initiatives teachers are now considering include:

  • developing consultation groups especially with Māori whānau and Pacific families
  • reintroducing ‘about me’ pages in the children's portfolios
  • increasing their focus on the diverse strengths children bring into the kindergarten.
  • The PSM is working with teachers to strengthen the management structure and the financial viability of the kindergarten.

The Auckland Kindergarten Association continues to provide strong governance for kindergartens. The recent establishment of nine focus groups provides a forum for head teachers to extend their leadership skills and contribute to the ongoing development of the Association. Strengthening self review in kindergartens remains a focus for PSMs with workshops planned to involve whole teaching teams. AKA leaders agree to explore the current appraisal process to make links between teacher reflections and positive outcomes for children more transparent.

Key Next Steps

The teachers, the PSM and ERO agree that the key next steps for the kindergarten should include:

  • a review of planning, evaluation and assessment systems to further enhance the quality of learning outcomes for children
  • more in-depth links between the kindergarten vision, strategic planning, appraisal and teachers’ professional development
  • continued development of strategies to support the success of Māori children and other priority learners.

Management Assurance on Legal Requirements

Before the review, the staff and management of Akarana Avenue Kindergarten completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • curriculum

  • premises and facilities

  • health and safety practices

  • governance, management and administration.

During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:

  • emotional safety (including positive guidance and child protection)

  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)

  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)

  • evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Akarana Avenue Kindergarten will be in three years.

Dale Bailey National Manager Review Services Northern Region

28 February 2014

The Purpose of ERO Reports

The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.

2 Information about the Early Childhood Service

Location

Mt Roskill, Auckland

Ministry of Education profile number

5076

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 0 aged under 2

Service roll

63

Gender composition

Girls 29 Boys 34

Ethnic composition

Māori

NZ European/Pākehā

Afghani

Indian

Samoan

Chinese

Somali

Tongan

Bangladeshi

Cook Island Māori

Eritrean

other

4

13

11

7

6

4

3

3

2

2

2

6

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

October 2013

Date of this report

28 February 2014

Most recent ERO report(s)

 

Education Review

November 2010

 

Education Review

September 2007

 

Education Review

October 2004

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:

Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children

Pou Ārahi – how leadership is enacted to enhance positive outcomes for children

Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children

Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.

ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.

A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.

For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.

ERO’s Overall Judgement and Next Review

The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.